Waking up in Indonesia

• How did you work as a group? What did you do well together? What could have been done better?

• Is information recorded in your own words and have sources been documented?

• Does your group know its topic? Are you ready to show your expertise?

• How could you present your topic to your audience? (See the Present section.)

The following ideas address specific topics. You may be able to adapt them for your own topic.

• Present one or more characters from an Indonesian folk tale.

• Design your own version of traditional Indonesian dress.

• Teach others to play a game of Semut, Orang, Gajah. Rules can be found on the Traditional Indonesian Children’s Games website⁹.

• Design and fly your own Indonesian style kite, presenting information about the significance of kite flying.

• Plan your presentation and check everyone understands and agrees with the plan before you start.

• Make sure you have enough time to finish the presentation, including all props.

• Write scripts for live presentations.

• Check that all the equipment you need is available.

• Allow time to review and edit your work.

• Brainstorm a list of the jobs that need to be done. Add to the list if you think of more tasks later.

• Everyone in your group should have one or more tasks to do.

• Consider the skills and strengths of each team member when assigning tasks.

• As a group, check that everyone is on track.

• Don’t be scared to ask for help. Discussing problems with team mates can help you find solutions.

• Do at least three complete run-throughs of everybody’s parts of the presentation so you feel comfortable and prepared for the whole show.

• Do a full rehearsal, including with equipment and props.

• Double-check that you know how to use all the digital and other equipment that is in your show.

• Even if you are reading part of your presentation off a script or screen, you still need to look up at your audience and make sure they can see and hear you.

• If you have a smile on your face while you are presenting, you will feel better about your show, and the audience will feel the same way.

Current syllabus

This resource addresses the NSW Indonesian K-10 syllabus (2003). It could be adapted to other modern languages (by changing the content/topic areas and suggested resources) without affecting targeted outcomes.

Key learning outcomes relate to the objective, Moving Between Cultures: Students will develop knowledge of the culture of Indonesian-speaking communities and an understanding of the interdependence of language and culture, thereby encouraging reflection on their own cultural heritage.

Stage 4:

• 4.MBC.1 demonstrates understanding of the interdependence of language and culture

• 4.MBC.2 demonstrates knowledge of key features of the culture of Indonesian-speaking communities.

Stage 5:

• 5.MBC.1 explores the interdependence of language and culture in a range of texts and contexts

• 5.MBC.2 identifies and explains aspects of the culture of Indonesian-speaking communities in texts.

Teachers are encouraged to provide opportunities for students to engage with the objective, Using Language (UL.1, listening and responding, UL.2 reading and responding, UL.3 speaking, UL.4 writing) through topic vocabulary (Stage 4) and a Indonesian-language interview (Stage 5) as relevant to the topic chosen by the group.

The topic menu includes suggested themes and topics from the Years 7-10 scope and sequence for languages, such as home and neighbourhood, travel and transport, youth culture, food, music, sports and hobbies, and leisure time.

New syllabus

This resource also addresses the NSW Syllabus for the Australian curriculum: Indonesian K-10 syllabus (2018).

Key learning outcomes relate to the objective, Role of language and culture: Students will develop knowledge of the culture of Indonesian-speaking communities and an understanding of the interdependence of language and culture, thereby encouraging reflection on their own cultural heritage.

Stage 4:

A student:

• identifies that language use reflects cultural ideas, values and beliefs LIN4-8U

• recognises their own and others’ ways of expressing identity, reflecting on the relationship between language​, culture and identity​

Stage 5:

A student:

• explains and reflects on the interrelationship between language, culture and identity LIN5-8U

• reflect on intercultural experiences as a learner of Indonesian, recognising how cultural identity influences ways of communicating, thinking and behaving

Teachers are encouraged to provide opportunities for students to engage with the Communicating strand objectives through interacting with students with basic sentences and topic vocabulary (Stage 4) and a Indonesian-language interview (Stage 5) as relevant to the topic chosen by the group.​

Waking up in Indonesia provides opportunities to address the following learning across the curriculum content:

​

• Asia and Australia’s engagement with Asia

  • ​Students develop develop knowledge and understanding of the diversity of Indonesian culture, beliefs and customs.

• Intercultural understanding

  • Students develop intercultural understanding as they learn to value Indonesian cultures, languages and beliefs.

• Indigenous perspectives - Aboriginal and Torres Strait Islander histories and cultures

  • “Indonesia recognises more than 1,000 ethnic groups scattered across its 17,000 islands, and between 50 million and 70 million people are considered to be members of indigenous communities.” Article on Indigenous Indonesians at a Crossroads¹¹.

  • Exploring the topic of ethnic groups presents the opportunity to discuss and compare Aboriginal and Torres Strait Islander histories and cultures.

• ICT

  • Students have opportunities to engage with ICT throughout this project, from working collaboratively to plan, organise and assess their group work, to researching their chosen topic, to creating and communicating their ideas and information in a presentation.

• Literacy

  • Students engage with literacy in the core language-using component of the main task.

• Numeracy

  • Suggested topic areas provide opportunities to engage with numeracy, including travel/transport (time, distance) and shopping (money).

• Personal and social capability

  • Students work in teams to effectively collaborate on planning their group work, and researching and developing a presentation to communicate their ideas. They will respond to challenging situations constructively, including interacting confidently and with empathy in social situations and functioning within the ‘real world’.

  • Students have the opportunity to assess and adapt their individual and collaborative skills for learning with increasing independence and effectiveness.

• Work and enterprise

  • Students have an opportunity to explore ‘a day in the life of…’.

  • They develop work-related knowledge, skills and understanding through a variety of experiences and develop values and attitudes about work environments including working in groups, oral and written skills, safe work conditions, and rights and responsibilities in the workplace.

This project targets 21st century learning¹² skills including the following:

• Collaboration

  • Students work together by giving each other feedback.

  • They make substantive decisions together about content, process and product.

  • They take shared responsibility by working on a common project.

  • Their work is interdependent as they each carry out specific roles.

• Knowledge construction

  • Students synthesise information from a range of sources to create new content.

  • Students are assessed on process over product.

  • They apply knowledge of Indonesia to create a product.

  • Students use literacy, numeracy and ICT capabilities to construct knowledge.

• Skilful communication

  • The presentation requires coherent communication using a range of forms, providing supporting evidence.

  • Students design and produce substantive, multi-modal communication for a specific audience.

  • They reflect on their learning and use the process of learning to improve their communication with team members and with their class.

The article What is co-operative learning: More than just working in groups¹³ identifies five key elements that differentiate cooperative learning from simply putting students into groups: positive interdependence, individual accountability, face-to-face interaction, interpersonal and small group social skills, and group processing.

Ensure that students practise good digital citizenship by attributing information sources and use of third-party material. This includes providing correct attribution and copyright information for images.

Useful links:

Digital Citizenship¹⁴

Creative Commons Australia¹⁵

Explain that the Indonesian title 'Terkejut, bangun di Indonesia', means 'Waking up in Indonesia, surprised or taken aback and aware of your new surroundings.'

Ask students to read the scenario and suggest how the Indonesian title relates to their task.

Hold a quick class brainstorm about aspects of Indonesian life that they could be expert in. Watch the video 'Waking up in Indonesia' for stimulus and have students identity as many of the activities, topics or themes as they can.

Let students know:

• how long they will have to research and develop their presentations (allow at least 2-3 weeks).

• when the presentation is due, how long it should be and who their audience will be. The resource asks students to hold a dress rehearsal in class and then present to parents and friends at a school event. Alternatively, the audience could be their classmates, or another class or school group.

• how you want them to work through the resource. Classes that need more support could begin each stage together. If groups work at their own pace, review the next three sections and highlight important points before they start.

Decide how to group students. For example, do students choose their own groups, are groups randomly assigned (such as picking group numbers from a hat), or do you assign members to ensure a mix of ability and learning styles?

Give groups about 6 minutes to discuss the 3 questions on the screen (What do you think you will be doing in this project? What are two benefits of collaborating in a group on this project? How will you make sure you work as a team?). Groups could pool their ideas in a class discussion.

Highlight that this is a group task – team members will work together to research and to prepare and present the demonstration of their learning. You may like to share and discuss the following chart with students.

(Text version – Rules of engagement for online collaboration)

Students work through the four teamwork activities, beginning with setting up a shared work space. These steps are important to students establishing a collaborative and constructive working group. At the end, students should have a shared workspace that contains:

• discussion guidelines

• a roles and responsibilities document

• an evaluation document.

Ensure each group gives you access to their workspace so you can monitor progress and support students as needed.

Coordinate the research task of this project with the school librarian.

Hold a class discussion on information skills before students being their research. The research guide in the resource follows the steps in Information skills in the school¹⁶. Discuss the issue of copyright (see the Get Organised step). Remind them to keep a record of information sources and acknowledge third-party material used in final presentations.

Ensure students in Years 7-8 are aware that they should investigate key Indonesian words related to their topic.

Ensure students in Years 9-10 are aware that they should conduct an Indonesian Q&A interview related to their chosen topic.

• Brainstorm who to approach for the interview.
  This might include community members, sister schools, video conference partners, other students of Indonesia in Australia. The person does not need to be a topic expert.

• Encourage students to provide questions in advance for face-to-face interviews.

There is a wide array of tools that students can use to prepare and present their demonstration of learning. You might ask students to use tools they already have access to or are familiar with. Limiting the choice of tools to 3-4 options may also assist students who need more direction.

Technology rubrics for any classroom¹⁷ is a resource that provides guidelines for assessing digital student work in a variety of modes and media. Use these alongside your regular content and syllabus focussed outcomes.

Stage 4 students might produce a simple video diary or blog-based record of their learning. They should to be able to explain and demonstrate the key elements of their topic.

Stage 5 students are expected to show more evidence of reflection and evaluation of their learning. They should deliver a more sophisticated explanation and demonstration of their chosen topic, including reflecting on how they discovered material and developed their presentation.

This resource might be adapted to produce assessment tasks for Stage 6 students in Preliminary and HSC courses.

Examples

The following examples demonstrate how students presenting their work can meet multiple outcomes from the new syllabus.

Stage 4

Students create a resource to teach others necessary vocabulary for discussing the topic. Students may choose any format they wish (presentation, website, video, flashcards). The resource must include the words written in Indonesian and English, spoken in Indonesian and a related image.

Syllabus outcomes

• LIN4-4C
• create bilingual texts and resources for the classroom
• LIN4-5U
• recognise and use features of the Indonesian sound system, including pitch, accent, rhythm and intonation
• LIN4-8U
• recognise their own and others’ ways of expressing identity, reflecting on the relationship between language, culture and identity

Stage 5

Students compose and present a bilingual performance or presentation for the school on their chosen topic (for example, school or year assembly).

Outcomes

• LIN5-4C
• create a range of bilingual texts and resources for the school and wider community
• LIN5-5U
• understand the intonation and phrasing patterns of spoken Indonesian
• understand and use Indonesian language and grammatical forms, and explore how to use/combine these elements to express complex ideas
• LIN5-8U
• reflect on intercultural experiences as a learner of Indonesian, recognising how cultural identity influences ways of communicating, thinking and behaving

Evaluating and reflecting on the learning content and the learning process is a critical part of 21st century education and is encouraged throughout this resource.

The Evaluate section addresses both audience evaluation and reflecting on one’s own learning. Introduce this section before student presentations so groups have time to make an audience feedback form or quiz if appropriate.

Audience feedback

Forms and quizzes should be short and simple to respond to. Some suggestions for the feedback form¹⁸ are provided. The whole class could use the same feedback form.

Have students complete a peer evaluation as part of the dress rehearsal (or final performance if the class is the intended audience). Download and adapt this peer evaluation – sample¹⁹ or use one of your own.

Reflect on your own learning

Use the questions provided for student self-reflection or devise your own.

In Get organised, the resource suggests students keep a learning log during the project. Follow your regular reflection or journaling routines, or guide students to use online tools to capture their thoughts.

As the teacher you also may like reflect on how you might improve on the delivery of this project. What have you learned about embedding 21st century skills into a learning experience?

I am delighted to say that the results from this unit of work exceeded my expectations, with my students producing a wide variety of fun and engaging presentations based around their interest groups.

The 'Overview' page was particularly successful, with students grasping quickly and easily the main gist of what they were expected to achieve. The video on the 'Overview' page quickly encouraged and inspired the students to get started.

The ‘Instructions to students’ section (now 'Get organised') helped them to get organised in their groups.

Students enjoyed choosing from among the many topic options, and I am pleased to say that among my classes there was a wide variety of different topics chosen among all the groups.

Results ran the gamut from digital creations to hands-on practical demonstrations.

Examples of work created by different student groups included:

• A two-minute Sumou ‘documentary’ that interspersed action shots with linguistic and factual information about Sumou tournaments, diet and training, and including key sumou terms such as ‘yokozuna’.

• One group taught the whole class a J-pop dance from the girl-band Perfume!

• An anime hairstyle fashion parade, where the group styled each other’s hair after a range of anime characters and explained details of the character’s name and anime series.

• Students drew their own new Manga character, named it and wrote it into a short new Manga comic-strip.

• Students made a ‘suit’ of Kendo armour and demonstrated the key Kendou strikes, along with the Japanese words for various actions and equipment.

• Students demonstrated the key actions and elements of a sumou bout, with key words (such as ‘East’ and ‘West’).

• Students demonstrated the actions and correct posture for drawing a Kyuudou bow.

What was especially pleasing is that students took seriously the work of being language detectives. Every group included new Japanese vocabulary items in their presentation, and taught the class the meaning and importance of those words, with pronunciation practice and usage demonstrated in the presentation.

Most of the presentations included both elements of digital creations and practical/hands-on materials. It was a mandatory component of the presentation that students created and presented a digital presentation on the Smartboard. However most groups also opted to add an element of practical demonstration or hands-on ‘how-to’ style activities for the class to try together.

In my case, this is how the presentations unfolded over 2 full weeks for Stage 4 learners:

Lesson 1: Present the main task, students self-organise into groups and select topics.

Lessons 2-4: Students prepared their work in class working on computers and practical creations.

Lesson 5: Students did some warm-up and then each group presented.

The unit of work could be extended to occupy 3-4 weeks of a learning program by encouraging students to engage in a greater depth of inquiry, linguistic interaction and cultural exploration in the Looking for ideas? section.

Do you enjoy independent projects?

• Almost all students responded ‘Yes’.

What did you like about doing this task?

• Working together in groups.

• The collaborative aspect.

• We were allowed to be creative.

• We all worked together and ACTUALLY LEARNED things about the topic.

• I enjoyed the freedom and time we had on this task. And we had a lot of choice we could pick from.

• It uses computers and we get to create our own design.

What was difficult about this task?

• Everyone working and changing the work.

• Agreeing on things, mainly what to put all our research into and how exactly to do it.

• I however found the freedom difficult as well. We didn’t really know what bases we had to cover and what answer we needed to answer. Maybe if we were given some exact questions and assigned work.

• It was hard to upload the video.